Key Points for Chapter 6: The Foundations of Literacy: Writing in the Home, the Nursery School, & the Kindergarten
1. We should believe that children can write, as they believe it themselves.
2. Error is not an issue. We should focus on what they do instead of what we want them to do.
3. With the trust for children’s capacity of writing, we should encourage them to write with real purposes. And adults should demonstrate purposeful writing to show children that writing is a part of life.
4. Real and meaningful response is far more important than mere compliment. By responding in real ways, we do not only celebrate what they can do, but also extend it.
5. Adults can respond to children’s writing by inviting them to read it, asking questions, giving suggestions, and asking how they can use their writing. By doing so, we make the students realize the significance and power of their writing.
6. Apart from responding to children’s writing, teachers should also build a mood of appreciating writing in the classroom.
7. Instead of just teaching children rules of sounds and letters, we should help them be immersed in a real world full of sounds and letters. Children will learn quickly in the immersion and value writing a part of living.
Transition Statement (a bridge to the next chapter)
By responding to children’s writing in real ways, we protect their self-perception that they can write. This belief will encourage them continue to grow as real writers. They will feel safe and confident to move to next stage to expose themselves to various genres of reading and explore writing in a broader and deeper sense.
Key Points for Chapter 6: The Foundations of Literacy: Writing in the Home, the Nursery School, & the Kindergarten
1. We should believe that children can write, as they believe it themselves.
2. Error is not an issue. We should focus on what they do instead of what we want them to do.
3. With the trust for children’s capacity of writing, we should encourage them to write with real purposes. And adults should demonstrate purposeful writing to show children that writing is a part of life.
4. Real and meaningful response is far more important than mere compliment. By responding in real ways, we do not only celebrate what they can do, but also extend it.
5. Adults can respond to children’s writing by inviting them to read it, asking questions, giving suggestions, and asking how they can use their writing. By doing so, we make the students realize the significance and power of their writing.
6. Apart from responding to children’s writing, teachers should also build a mood of appreciating writing in the classroom.
7. Instead of just teaching children rules of sounds and letters, we should help them be immersed in a real world full of sounds and letters. Children will learn quickly in the immersion and value writing a part of living.
Transition Statement (a bridge to the next chapter)
By responding to children’s writing in real ways, we protect their self-perception that they can write. This belief will encourage them continue to grow as real writers. They will feel safe and confident to move to next stage to expose themselves to various genres of reading and explore writing in a broader and deeper sense.